Internal Assessment Guidance
Blackpool
Secondary
Science
2006-2007
for OCR C21 Science A
produced by Blackpool Secondary Science
Case study – 20% [24 marks]
Data analysis – 13.3% [16 marks]
Damian Ainscough, Secondary Science Consultant
[please send any ideas for addition/improvement to damian.ainscough@blackpool.gov.uk ]
With thanks to Blackpool Science teachers and in particular
Katie Rawcliffe – Bispham High School – an Arts College
Mark Sergeant – St Mary’s Catholic College
Doreen Chadwick – Montgomery High School – a Language College
Internal Assessment
Ask yourself........
•
•
•
•
•
•
•
•
•
•
What does it look like?
Can I do one?
Can I use the mark criteria?
What skills do the pupils have and need?
Where are we explicitly developing these skills? [including in
other subjects]
Are all staff aware of this? [including in other subjects]
What have we learned from trials [e.g. in Y9]?
What support materials are available?
When should we start?
When should we assess?
Developing our pupils’ skills
IaS 1
Data and their
limitations
1
.
1
1
.
2
1
.
3
1
.
4
1
.
5
IaS 2
Correlation and cause
1
.
6
2
.
1
2
.
2
2
.
3
2
.
4
2
.
5
2
.
6
2
.
7
IaS 3
Developing
explanations
3
.
1
3
.
2
3
.
3
3
.
4
Ideas about Science:
Explicitly referenced in the
specification for each unit
IaS 4
The
scientific
community
3
.
5
4
.
1
4
.
2
4
.
3
4
.
4
IaS 5
Risk
5
.
1
5
.
2
5
.
3
5
.
4
IaS 6
Making decisions
about science and
technology
5
.
5
5
.
6
5
.
7
6
.
1
6
.
2
6
.
3
6
.
4
6
.
5
6
.
6
6
.
7
Developing our pupils’ skills
IaS 1
Data and their
limitations
1
.
1
1
.
2
1
.
3
1
.
4
1
.
5
IaS 2
Correlation and cause
1
.
6
MODULE B1:
YOU AND YOUR GENES
– OVERVIEW
2
.
1
2
.
2
2
.
3
2
.
4
2
.
5
2
.
6
2
.
7
IaS 3
Developing
explanations
3
.
1
3
.
2
3
.
3
3
.
4
Ideas about Science:
Explicitly referenced in the
specification for each unit
IaS 4
The
scientific
community
3
.
5
4
.
1
4
.
2
4
.
3
4
.
4
IaS 5
Risk
5
.
1
5
.
2
5
.
3
5
.
4
IaS 6
Making decisions
about science and
technology
5
.
5
5
.
6
5
.
7
6
.
1
6
.
2
6
.
3
6
.
4
6
.
5
6
.
6
Issues for citizens
Questions that science may help to answer
How do my genes affect my appearance, my
body, and my health?
What are genes and how do they affect the
way that living organisms develop?
Why can people look like their parents,
brothers or sisters, but not be identical to
them?
How and why do people find out about their
genes? What decisions do people make with
this information?
How can and should genetic information be
used?
Can we change our genes, and should this be
allowed?
How can we use our knowledge of genes to
prevent disease?
What is cloning, and should it be allowed?
What are stem cells, and why could they be
useful in treating some diseases?
Science Explanations
Ideas about Science
SE 8 The gene theory of inheritance
SE 6b Cells as the basic units of living things
IaS 6.4-6.7 Making decisions about science
and technology
6
.
7
Ideas about Science:
Where it is assessed in internal
assessment
Developing our pupils’ skills
IaS 1
Data and their
limitations
1
.
1
CASE
STUDY
[A/B/C/D]
1
.
2
1
.
3
1
.
4
B
C
B
E
E
1
.
5
IaS 2
Correlation and cause
1
.
6
2
.
1
2
.
2
B
C
B
B
I
I
E
DATA
ANALYSIS
[I+E]
E
2
.
3
I
E
2
.
4
2
.
5
2
.
6
2
.
7
B
B
B
B
E
E
I
IaS 3
Developing
explanations
3
.
1
3
.
2
I
3
.
3
I
3
.
4
IaS 4
The
scientific
community
3
.
5
IaS 5
Risk
4
.
1
4
.
2
4
.
3
4
.
4
5
.
1
5
.
2
A
A
A
A
C
C
5
.
3
5
.
4
IaS 6
Making decisions
about science and
technology
5
.
5
C
5
.
6
5
.
7
C
C
6
.
1
6
.
2
6
.
3
6
.
4
6
.
5
6
.
6
C
C
C
C
Y
Y
Y
Y
Y
Y
Y
I
B1
C1
Y
Y
Y
Y
Y
Y
Y
Y
Y
Y
Y
P1
Y
B2
C2
P2
Y
Y
Y
Y
Y
Y
Y
Y
Y
Y
Y
Y
Y
Y
Y
Y
Y
Y
Y
Y
Y
Y
Y
Y
Y
Y
Y
Y
Y
Y
Y
Y
Y
C3
Y
Y
Y
Y
Y
P3
Y
Y
Y
Y
Y
B3
Y
Y
Ideas about Science:
Where it is taught in each unit
Y
Y
6
.
7
Y
Y
Y
Y
Y
Y
Y
Y
Y
Y
Y
Y
Y
Y
Y
Y
Y
Y
Y
Y
Y
Conclusion: assessment must take place
towards the end of the course
Avoiding ‘POAE syndrome’
• bolt-on assessment of skills that have not been taught and developed as
part of the ‘normal curriculum’
• a limited range of tasks chosen for the pupils by the teachers
• use of resources ‘saved for assessment’ e.g. equipment, computers
‘Why are we doing this, Miss?’
• Purpose – interesting, relevant to pupil
• Audience – who is it aimed at? The examiner?
• Form – varied – leaflet, poster, report.....
‘I would
like to
choose’
e.g. Case Study:
Allow all to choose till.....<date>
After date offer 4 choices
or:
Offer 8-10 choices
Provide wide variety of source material
‘How do I do this, Sir?’
What does 6 marks look like?
• Develop model responses e.g. an
argument for nuclear power [H + F]
Useful homework
• Develop tasks e.g. ‘evaluate the reliability
of the six sources of evidence below’
Pupils enjoy assessing work
• Have pupils assess models and their own
work [self and peer] using mark criteria
Planning the teaching of key skills required
Key skills needed to carry out a case study
CASE
STUDY
B1
C1
P1
B2
C2
P2
B3
C3
CASE
STUDY
P3
DATA
ANALYSIS
Key skills needed to analyse data
= explicit teaching of key skills
What are the key skills?
How can we teach them?
When can we teach them?
OCR Twenty First Century Science
Case Study
Support materials produced by
Blackpool Secondary Science
Case study: A big question....
‘Are remote controls dangerous?’
Source
evidence 1
1
claim/opinion/
view/argument X
2
3
evidence 2
4
5
What’s the
quality of
the evidence?
6
7
8
Are detailed
scientific explanations
included?
evaluated
and
critically
compared
evidence 3
9
10
evidence 4
11
reliable are they?
but
conclusion B
is possible...
claim/opinion/
view/argument Y
Have you
used.....
evidence 5
How relevant/
I prefer
conclusion A
because...
..pictures/diagrams
/charts to improve
explanations?
...relevant scientific
terminology?
‘Blackpool Tower’ model
Case study: A big question.... ‘Are remote controls dangerous?’
I prefer conclusion
A because...
...pictures/
diagrams/charts
to improve
explanations
evaluated and
critically compared
How
relevant/
reliable
are they?
...relevant
scientific
terminolog
y?
Are detailed scientific
explanations included?
claim/opinion/
view/argument X
Have you
used.....
but conclusion B is
possible...
claim/opinion/
view/argument Y
What’s the quality
of the evidence?
evidence 4
evidence 3
evidence 2
evidence 1
evidence 5
Sources
1
2
3
4
5
6
7
8
9
10
11
12
The Simpsons model:
is Bart Simpson a good role model for young people?
Source
Evidence 1:
Episode 3, 12, 15
Looks after Santa's little
helper (dog)
Evidence 2:
Episode 4
claim/opinion/
view/argument 1:
Bart is a good role model
because....
Helps Milhouse to buy his
favourite comic
Evidence 1:
Episodes 1, 2, 4, 7
Rings up Bar asking for
people with false names
Evidence 2:
Episode 2,3,4,5
Episode 13
Is cheeky to Homer
Evidence 3:
Splits up Milhouse and his
girlfriend
claim/opinion/
view/argument 2:
Bart is not a good role
model because....
Is Bart Simpson a good role model for young people?
‘Bart can be both
good and bad
role models as...’
claim/opinion/
view/argument 1:
Bart is a good role model
because....
I prefer conclusion A
because...
evaluated
and
critically
compared
claim/opinion/
view/argument 2:
Bart is not a good role
model because....
but conclusion B is
possible...
Some of the skills to be developed for
case studies:
•
•
•
•
•
•
•
•
•
•
Find sources
Choose relevant/reliable sources
Reference sources
Evaluate evidence
Recognise a good argument
Construct an argument
.....using scientific understanding
Use scientific vocabulary
Evaluate different arguments
Use pictures and diagrams to enhance explanations/
arguments
Draft pupil checklist
My
references
are clear
and detailed
References
are included
within the
report
Sources
I have
assessed
them for their
reliability
I have a
wide
variety
I have used
persuasive
language
I have shown
awareness that
there may be valid
alternatives
I have
presented the
issues and
conclusions
clearly and in
an appropriate
format
I have
selected
relevant
information
A big
question
The report
I have made
good use of
scientific
terminology
I have considered the
counter arguments
Arguments and
conclusions
I have evaluated and
critically compared different
claims/arguments
My audience
is clear
I have linked
evidence to
the claim
My spelling,
punctuation
and
grammar
are
excellent
I have
used
pictures,
diagrams,
charts
and tables
effectively
It is not
too long
I have provided
evidence to
support the claim
Pupil speak
needed?
Draft pupil checklist
A big question
The report
•
•
•
•
•
•
My audience is clear
I have made good use of scientific
terminology
I have presented the issues and
conclusions clearly and in an
appropriate format
I have used pictures, diagrams,
charts and tables effectively
It is not too long
My spelling, punctuation and
grammar are excellent
Sources
•
•
•
•
•
I have selected relevant information
References are included within the
report
My references are clear and detailed
I have assessed sources for their
relevance and reliability
I have considered a wide variety of
sources
Arguments and conclusions
•
•
•
•
•
•
I have provided evidence to
support the claim
I have linked evidence to the
claim
I have considered the counter
arguments
I have evaluated and critically
compared different
claims/arguments
I have shown awareness that
there may be valid alternatives
I have used persuasive
language
Pupil speak
needed?
An example used with Y9 pupils Summer 2006
Zoos
Should zoos be allowed to keep
wild animals in captivity?
Newspapers
Magazines
Internet – World Web
Web
Sources
Library - Books
- Internet
Leaflets
Interviews
Should zoos be allowed to keep
wild animals in captivity?
Initial thoughts
Yes, zoos should be
allowed to keep wild
animals in captivity
Should zoos be allowed to keep
wild animals in captivity?
Initial thoughts
No, zoos shouldn’t be
allowed to keep wild
animals in captivity
Case study: A big question....
‘Should zoos be allowed to keep wild animals
in captivity?’
Source
evidence 1
1
claim/opinion/
view/argument X
2
3
evidence 2
4
5
What’s the
quality of
the evidence?
6
7
8
Are detailed
scientific explanations
included?
evaluated
and
critically
compared
evidence 3
9
10
evidence 4
11
reliable are they?
but
conclusion B
is possible...
claim/opinion/
view/argument Y
Have you
used.....
evidence 5
How relevant/
I prefer
conclusion A
because...
..pictures/diagrams
/charts to improve
explanations?
...relevant scientific
terminology?
Case study: A big question....
‘Should zoos be allowed to keep wild animals in captivity?’
I prefer conclusion
A because...
Have you
used.....
but conclusion B is
possible...
...pictures/
diagrams/charts
to improve
explanations
evaluated and
critically compared
Are detailed scientific
explanations included?
claim/opinion/
view/argument X
How
relevant/
reliable
are they?
...relevant
scientific
terminolog
y?
claim/opinion/
view/argument Y
What’s the quality
of the evidence?
evidence 4
evidence 3
evidence 2
evidence 1
evidence 5
Sources
1
2
3
4
5
6
7
8
9
10
11
12
Case study: A big question....
‘Should zoos be allowed to keep wild animals
in captivity?’
Leaflet
PowerPoint presentation
Display
Essay
Newspaper Article
Web page
Audio or video recording
Speech
Case study frameworks
• The following pages provide two frameworks
for helping students to structure a case study.
• The first, a writing frame, immediately limits
originality in presentation/format but may be
useful for pupils in KS3/early KS4 as they are
introduced to the idea of a case study.
• The second, the key components of a case
study on cards, enables students to arrange
these components into the format of their choice.
[e.g. in a leaflet, talk, PowerPoint, formal report
etc]. A context and task are suggested.
The big question
.............................................................................................................................................................................
.............................................................................................................................................................................
.............................................................................................................................................................................
Claim/opinion/view/argument X
Claim/opinion/view/argument Y
[including a scientific explanation]
......................................................................
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[including a scientific explanation]
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Claim/opinion/view/argument X
Claim/opinion/view/argument Y
Pictures/diagrams/charts to improve explanations
Pictures/diagrams/charts to improve explanations
Evidence to support argument X
Evidence to support argument Y
[with references]
[with references]
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Evidence to support argument X
Evidence to support argument Y
[with references]
[with references]
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Evidence to support argument X
Evidence to support argument Y
[with references]
[with references]
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My conclusion [with scientific explanations]
...............................................................................................................................................
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...............................................................................................................................................
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...............................................................................................................................................
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Other possible conclusions [with scientific explanations]
...............................................................................................................................................
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...............................................................................................................................................
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List of sources [How relevant/ reliable are they?]
The big question
Claim/opinion/view/argument X
Claim/opinion/view/argument Y
[including a scientific explanation]
[including a scientific explanation]
Claim/opinion/view/argument X
Claim/opinion/view/argument Y
Pictures/diagrams/charts to improve explanations
Pictures/diagrams/charts to improve explanations
Evidence to support argument X
Evidence to support argument Y
[with references]
[with references]
Evidence to support argument X
Evidence to support argument Y
[with references]
[with references]
Evidence to support argument X
Evidence to support argument Y
[with references]
[with references]
My conclusion [with scientific explanations]
Other possible conclusions [with scientific explanations]
List of sources [How relevant/ reliable are they?]
OCR C21 Science
Case study
Preparation cards
Imagine that you have
to produce a television
programme about a ‘big
question’.
The big
question
Claim/opinion/
view/argument
Claim/opinion/
view/argument Y
X
Pictures/
diagrams/
charts to
improve
explanations
[including a scientific
explanation]
The 14 cards have all
the components of
what needs to be in the
programme.
Your task is to arrange
the cards into a form/
sequence which would
give a structure to the
programme about the
‘big question’.
You may then, in
groups, attempt to write
a story board or script
based on a ‘big
question’ that you
choose.
List of sources
[How relevant/reliable
are they?]
Claim/opinion/
view/argument
Y
[including a scientific
explanation]
Claim/opinion/
view/argument X
Pictures/
diagrams/
charts to
improve
explanations
A piece of
evidence to
support
argument X
A piece of
evidence to
support
argument X
A piece of
evidence to
support
argument X
[with references]
[with references]
[with references]
A piece of
evidence to
support
argument Y
A piece of
evidence to
support
argument Y
A piece of
evidence to
support
argument Y
[with references]
[with references]
[with references]
Other possible
conclusions
[with scientific
explanations]
My conclusion
[with scientific
explanations]
Case Study checklist – from OCR Science A Coursework guidance booklet
Title page
 Title of Case Study written in the form of a question.
Contents page
 sections, sub-sections and appropriate page numbers included.
Introduction
 explanation of what the Case Study is about and how the report
is structured.
Scientific theory
 relevant background science included.
Evidence
 relevant information from sources collected with detailed
references in each case.
 evidence from both sides of the case.
 authenticity and reliability of the evidence recognised;
explanation of the evidence using underlying science.
Conclusion
 evidence compared and evaluated.
 conclusion written and justified, pointing out any limitations or
alternative interpretations.
Bibliography
 references listed in detail
Presentation
 report clearly organised into appropriately headed sections and
in a suitable sequence.
 report includes diagrams, data tables, graphs etc. to illustrate
ideas and concepts.
 report is concise, uses relevant scientific terminology and has
correct spellings
‘Learning Skills for Science’ references
Getting started
5.4 Arranging a scientific
article
6.3 Recognising a
scientific poster
6.4 Designing a scientific
poster
3.1 Deciding if an article
is useful – first glance
3.2 Deciding if an article
is worth reading in detail
– second glance
1.4 Choosing the right
book
1.8 Locating articles in ejournals
2.1 Taking notes from a
presentation
1.9 Finding answers
on the web
1.11 Evaluating
websites
3.3 Understanding
the value of titles
3.4 Making sense of
a text [conversion]
Presenting arguments,
evaluating, critically
comparing, concluding
3.5 Identifying different
types of text
5.1 Writing a summary
5.2 Writing a scientific
article
5.3 Structuring a
scientific article
5.5 Evaluating scientific
writing
Referencing and
evaluation
5.6 Compiling a
bibliography
2.2 Evaluating a
presentation
2.3 Observing from
different points of
view
5.5 Evaluating
scientific writing
For more information about ‘Learning Skills for Science’ see www.sep.org.uk
Teaching argument – an example
School
Montgomery High School – a Language College, Blackpool
Teacher
Doreen Chadwick
Focus
Developing pupils’ argument skills
and
summary In order to develop argument skills, each pupil is given the
opportunity to make a short presentation to the class based on any
topic that interests them [not necessarily science related]
They are asked to:
 present arguments for and against
 share their personal opinion
 use pictures, diagrams, charts and or tables appropriately and
effectively to convey information or illustrate concepts
 use relevant terminology
Each pupil is given approximately 5 minutes at the end of the lesson
to do this.
Draft materials to support this process are included on the following slides.
Teaching argument
A list of topics chosen by one Y10 class at
Montgomery High, Blackpool
•
•
•
•
•
Organic food
Animal testing [x3]
Headscarves
Smoking
Guns ‘n’ Roses [are
stupid]
• Pirates or Ninjas
[everyone knows Pirates
rule]
• Homosexual
discrimination
• Cloning
• Punishment
• Pie
• Rock vs Pop music
• Deforestation
• Whaling
• Chav vs Mosher
• Earth creation
• Did we land on the
moon?
Teaching argument
Want a good argument?
1. Decide on a topical issue that you are interested in.
It doesn’t have to be a science-based issue. For example, you could choose whether or
not a new supermarket should be built or whether your local club should be closed.
2. Present arguments for and against. You should provide evidence for each argument
and say where you got the evidence (your sources].
3. Describe your personal views – it could be for, against or neither! Give reasons for
your views.
4. Be prepared to share these ideas with the class – you will have about 5 minutes to do
so. You could use a poster or PowerPoint to present your ideas.
Try to use pictures/ diagrams/charts to
improve explanations
Your teacher may give you an
A4 version of this to write in.
Here is a template to help you.
The issue I am interested in is....
Arguments for...
Arguments against...
Sources...
Sources...
My personal views [my conclusion]...
Teaching argument
An argument writing frame
‘I claim that....’
or
‘I believe that....’
‘My evidence/reason for this claim/belief is....’
‘Also, it is my belief that....’
or
‘In addition....’
Other people might think that/Others have
suggested that/Another argument is that/On the
other hand it has been suggested that/For those of
you who think that...
Briefly restate the case, perhaps keeping one final piece of
evidence till the end.
If possible, quote an expert.
Teaching argument
Using persuasive language – some examples
Use triples/groups of three:
It is crucial, important and imperative that...
...recent, relevant and right...
Some other ‘persuasive’ terms....
Significantly, ....
Surely....
Furthermore...
In addition, ....
Above all...
Most importantly,...
Use facts and statistics
Use a short sentence at the end to stay in the mind of the
reader/listener.
Teaching argument
Topic:
In the argument, does he/she....
Yes
No
Where/when?
make a claim?
provide evidence to support the claim?
link evidence to the claim?
use [scientific] language?
use persuasive language?
show awareness of the counter-arguments?
show awareness and appreciation that there
may be valid alternatives?
Pupils could use this table to self/peer assess an argument – H version
Starting to teach the skills in KS3:
A KS3 Science/PSHE Sexual Health Project - Y8
Teach Y8 Microbes and disease unit
Review Y7 work
relating to reproduction and sexual health including
key vocabulary and structure of the reproductive organs
STIs – what do you know?
e.g. through questionnaire, ideas/concept/mind map
Study STIs
using provided/researched information
 in jigsaw/envoy/marketplace activity;
 collective memory
 continuum from ‘nastiest’ to ‘least nasty’;
 continuum from ‘easiest to catch’ to ‘most difficult to catch’;
 through experiment [sharing body fluids simulation];
 role play;
 ‘Guess what you’ve got!’ - use models/cuddly toys of different microbes causing STIs – pass the parcel with clues in
each layer
Presentation
Presentation
Presentation
Presentation
Case Study
We are going to self/peer assess these – what criteria will we use?
Science poster
[A2 or A1]
PowerPoint-based
"PowerPoint doesn't give
presentations;
PowerPoint makes slides."
Podcast
[e.g. radio
interview; play]
Leaflet/booklet to inform
Big question:
‘Are STIs harmful to your
health?’
Evaluation of presentations/case studies using agreed criteria
[self/peer assessment]
Evaluation of new learning about STIs
CASE STUDY
ASSESSMENT CRITERIA
Strand
A
Aspect of the work
Planning use of
sources
Acknowledgements
Internal referencing
B
Using science
knowledge
evaluating scientific
evidence
C
Comparing arguments
Conclusions
D
Structure and
organisation
Visual communication
Quality of language
0
1
2
3
4
5
6
7
8
Strand
mark
Mod
T/L
Assessment criteria - A
A
1 mark
2 marks
3 marks
4 marks
Planning the use of
sources of
information
Very little
information is
given beyond
that provided by
the original
stimulus
material.
Information from a
limited range of
additional sources is
included, although
some may be
irrelevant or
inappropriate to the
study.
Relevant
information is
selected from a
variety of sources.
Sources of
information are
assessed for
reliability as a basis
for selection of
relevant information
from a wide variety
of sources.
Acknowledgement
of sources used.
Sources of
information are
not mentioned
Sources are identified References to
References to these
by incomplete or
sources are clear, sources are clear
inadequate
but limited in detail. and fully detailed.
references.
Linking information
to specific sources
-
Direct quotations are
rarely indicated as
such.
Direct quotations
are generally
acknowledged.
The sources of
particular opinions or
information are
indicated at
appropriate points in
the text of the report.
Assessment criteria - B
B
2 marks
4 marks
6 marks
8 marks
Making use of
science
explanations
Only superficial
mentions of
science
explanations,
often not correctly
applied to the
case
Provides a basic
outline of the main
scientific ideas which
are relevant to the
case.
Provides a
detailed review of
the scientific
knowledge
needed to
understand the
issues studied.
Considers how
different views
described in the
study can be
supported by
detailed scientific
explanations.
Recognition and
evaluation of
scientific
evidence.
Sources are
uncritically quoted
without
distinguishing
between scientific
evidence and
unsupported
claims.
Science content and
data in sources is
recognised.
Claims and
opinions are linked
to the scientific
evidence they are
based on.
The quality of
scientific evidence
in sources is
evaluated in relation
to the reliability of
any claims made.
Assessment criteria - C
C
2 marks
Comparing
opposing evidence
and views
Information is
unselectively
reported without
taking any clear
view about any
course of
action.
Conclusions and
recommendations
A conclusion is
stated without
reference to
supporting
evidence.
4 marks
6 marks
8 marks
Claims for a
particular idea,
development or
course of action are
reported without
critical comment.
Claims and
arguments for and
against are
reported, but with
little attempt to
compare or
evaluate them.
Details of opposing
views are evaluated
and critically
compared.
A conclusion is
based on evidence
for one view only.
Some limits or
objections to the
conclusion are
acknowledged.
Alternative
conclusions are
considered,
showing awareness
that different
interpretations of
evidence may be
possible.
Assessment criteria - D
D
1 mark
2 marks
3 marks
4 marks
Structure and
organisation of
the report
The report has little
or no structure or
coherence, or follows
a pattern provided by
worksheets.
The report has an
Information is
appropriate sequence or organised for
structure.
effective
communication of
ideas, with contents
listing, page
numbering etc as
appropriate to aid
location of key
elements.
Considerable care has
been taken to match
presentation and
format to present
issues and conclusions
clearly and effectively
to a chosen audience.
Use of visual
means of
communication
There is little or no
visual material
(charts, graphs,
pictures, etc) to
support the text.
Visual material is merely
decorative, rather than
informative.
Visual material is
used to convey
information or
illustrate concepts.
Pictures, diagrams,
charts and or tables
are used appropriately
and effectively to
convey information or
illustrate concepts
Spelling,
punctuation and
grammar
Spelling, punctuation
and grammar are of
generally poor
quality, with little or
no use of appropriate
technical or scientific
vocabulary.
Spelling, punctuation
and grammar are of
variable quality, with
limited use of
appropriate technical or
scientific vocabulary.
Spelling, punctuation
and grammar are
generally sound, with
adequate use of
appropriate technical
or scientific
vocabulary.
The report is concise,
with full and effective
use of relevant
scientific terminology.
Spelling, punctuation
and grammar are
almost faultless.
Data
Analysis
Data analysis – 13.3% [16 marks]
• based on first hand practical work
• student has been personally involved in collecting
some of the data to be analysed.
• data may be collected either as an individual
activity, or as part of larger group work
• the collection of the data will not be directly
assessed.
• assessment will be based on the interpretation
and explanation of the data and on the
evaluation of procedures and data.
Data analysis
• Pollution by particulate matter from road vehicles:
sticky tape mounted on poles was used to collect particles in the air at
different distances from a busy road. Each student set up a sampling
point, and classified and counted the dust collected using a
microscope. Results from the whole year group were collected and
students plotted scatter graphs.
• Germination of seeds:
cress seeds were grown on an inert support, irrigated with ethanoic
acid/sodium ethanoate buffer solutions of different pH. Germination
rates were counted and data was pooled for statistical analysis to link
germination rate to pH.
• Activity of amylase:
the usual experiment gives results which show considerable variation.
By pooling results across a class, sufficient data is collected to allow a
more reliable interpretation.
See OCR ‘Science A teacher support’ page 24-31
Data analysis
For any student who is also taking additional
science, marks obtained from investigations in
additional science can be ‘double counted’ to
cover this part of the assessment of science.
This can be used either to reduce assessment
load, or to provide an alternative source of
marks for such students.
Interpreting data:
Using graphs or numerical methods
Trends and patterns identified
statistical or inverse relationships
Qualitative or quantitative conclusions
Limitations due to scatter.
Explanation using scientific knowledge.
DATA
ANALYSIS
Evaluation:
Problems in method
Improvements to method
Accuracy and reliability of results
Anomalous results
Level confidence in the conclusion
Data analysis
Mark
2
4
6
8
Display limited numbers
of results in tables, charts
or graphs, using given
axes and scales.
Construct simple charts or
graphs to display data in
an appropriate way,
allowing some errors in
scaling or plotting.
Correctly select scales
and axes and plot data
for a graph, or construct
complex charts or
diagrams (e.g.
histograms, bar charts,
species distribution maps,
scatter-grams).
Construct graphs or
charts to show general
relationships (e.g. line of
best fit) or uncertainty
(e.g. error bars) as
appropriate.
Select individual results
as a basis for
conclusions.
Carry out simple
calculations e.g. correct
calculation of averages
from repeated readings.
Use mathematical
comparisons between
results to support a
conclusion
Use complex processing
to reveal patterns in the
data e.g. statistical
methods, use of inverse
relationships, or
calculation of gradient of
graphs.
I(b) Summary
of evidence
Note differences between
situations/cases, or
compare individual
results.
Identify trends or general
correlations in the data
Describe formal or
statistical relationships
within the
cases/situations studied
Review the extent of, or
limitations to, formal
conclusions in relation to
the scatter evident in the
data.
I(c)
Explanations
suggested
Link the outcomes to
previous experience or
'common sense'.
Relate the conclusion to
scientific
ideas/explanations.
Justify the conclusion by
reference to relevant
scientific knowledge and
understanding.
Use detailed scientific
knowledge to explain all
aspects of the given
conclusion.
Aspect
I(a) Graphical
or numerical
processing of
data
Data analysis
Mark
2
4
6
8
E(a)
Evaluation
of
procedures
Make a relevant comment
about how the data was
collected.
Comment on the limitations
to accuracy or range of
data imposed by the
techniques and equipment,
used.
Suggest improvements to
apparatus or techniques,
or alternative ways to
collect the data, but
without sufficient practical
detail.
Describe in detail
improvements to the
apparatus or techniques,
or alternative ways to
collect the data, and
explain why they would
be an improvement.
E(b)
Reliability of
evidence
Make a claim for accuracy
or reliability, but without
appropriate reference to
the data.
Note the presence or
absence of results that are
beyond the range of
experimental error.
Use the general pattern
of results or degree of
scatter between repeats
as a basis for assessing
accuracy and reliability.
Consider critically the
reliability of the
evidence, accounting for
any anomalies.
E(c)
Reliability of
conclusion
Relate judgement of the
reliability (or otherwise) of
the conclusions only to
techniques used, not to
data collected.
Relate the degree of
scatter in the data to levels
of confidence in the
conclusion.
Use the overall range,
reliability and accuracy of
the data to assess how
much reliance can be
placed on the
conclusions.
Identify weaknesses in
the data and give a
detailed explanation of
what further data would
help to make the
conclusions more
secure.
Aspect
Interpreting Data:
I(a): Graphical work: consider data and the scatter
8 mark: accurately plotted graph + line of best fit + evidence of,
e.g. error/range bars, awareness of uncertainty in data .
7 mark: accurately plotted graph + line of best fit.
6 mark: graph with a best fit line but with some mistakes/errors
5mark : dot-to-dot 4 mark: simple charts or bar charts?
OR
Numerical work 8 mark: use of ‘GCSE level statistical’ methods,
use of inverse relationships, or calculation of gradients.
I(b) 8: Are there any limitations to the conclusion? look at the
averages/mean values of the plotted data look at the range of
repeat values for each point: is there a real difference between
each point?; can you be sure that a straight line is the best fit line
or would a curve be possible/better. Does the conclusion only
apply over the range investigated? What happens towards the
origin 0,0?
X
X
X
X
X
Which best fit is best?
Evaluating Data: 8 mark statements
E(a): Describe in detail improvements to the apparatus or
techniques, or alternative ways to collect the data, and explain
why they would be an improvement.
E(b): Consider critically the reliability of the evidence, the degree
of scatter in the repeats, accounting for any anomalies.
E(c): Consider both the reliability of the data and the accuracy and
precision of the technique when evaluating the confidence level of
the conclusion. Identify weaknesses in the data (e.g. is the range
sufficient? Do more values need to be taken when what is being
measured changes rapidly?), and give a detailed explanation of
what further data would help to make the conclusions more
secure.